ever leading into and then
passing out of the other,--his concern is always for "facts," for the
actualities of things, for "objective truth." We will therefore call
these the _Scientific Instincts_, and place them in a class by
themselves.

There are six instincts, then,--six formative and expansive
instincts--which Nature has implanted in every normal child, and
which education, so far as it aims at being loyal to Nature, should
take account of and try to foster. Two of these are _sympathetic_;
two are _aesthetic_; two are _scientific_. In and through the
sympathetic instincts the soul grows in the direction of _love_. In
and through the aesthetic instincts the soul grows in the direction of
_beauty_. In and through the scientific instincts the soul grows in
the direction of _truth_. It is towards this triune goal that Nature
herself is ever directing the growth of the growing child. The
significance of this conclusion will unfold itself as we proceed.

These instincts manifest themselves in various ways, but chiefly in
the direction that they give to that very serious occupation of young
children which we call play. It is clear, then, that if these
instincts are to be duly cultivated, the work of the school must be
modelled, as far as possible, on the lines which children, when at
play, spontaneously follow. This Egeria, with her inspired sagacity,
has clearly seen; and she has taken her measures accordingly. In
Utopia the school life of the child is all play,--play taken very
seriously, play systematised, organised, provided with ample
materials and ample opportunities, encouraged and stimulated in
every possible way. Each of the fundamental instincts that manifest
themselves in the child's play, and in doing so give a clear
indication of Nature's aims in the child's life, and of the
directions in which she wishes him to grow, is duly ministered to in
this school, the current that wells up in and through it being
skilfully guided into a suitable channel, and every obstacle to its
free development being carefully removed. But the guidance which
Egeria gives tends, as we shall see, to foster rather than fetter the
freedom of the child. When the current has been led into a suitable
channel, it is expected to shape its own further course, and even to
impose on itself the limits--the containing walls--which are needed
if its depth and strength are to be maintained.

Let us now consider each of the six instincts in t